Mathematics Education and Language [electronic resource] : Interpreting Hermeneutics and Post-Structuralism / by Tony Brown.
Erişim Adresi
ISBN
9789401007269
Dil Kodu
İngilizce
Yer Numarası
DK/7171
Yazar
Basım Bildirimi
2nd ed. 2001.
Yayın Bilgisi
Dordrecht : Springer Netherlands : Imprint: Springer, 2001.
Fiziksel Niteleme
X, 306 p. 1 illus. online resource.
Dizi
Mathematics Education Library, 2214-983X
İçindekiler Notu
Short Review of Recent Research -- 1. Hermeneutics and Mathematics Education -- Action and Meaning -- Phenomenology -- Hermeneutics -- Hermeneutics and Education -- Towards an Hermeneutical Understanding of Mathematics -- 2. The Production of Mathematical Meaning: A Post-Structuralist Perspective -- Post-Structuralism: A Radical Form of Hermeneutics -- Post-Structuralism, Education and Mathematics -- Saussurian Linguistics and Mathematics -- Self-Reflexivity in Mathematical Engagement -- Creating and Inheriting Mathematics -- 3. Sharing Mathematical Perspectives -- Discourse or Reality? -- Locating Mathematical Knowledge -- Assessing Mathematical Activity -- Combining Language and Experience -- 4. Some Lessons -- 5. The Phenomenology of the Mathematics Classroom -- Personal Space -- Appresentational Association -- Acting in the Supposed World -- 6. Teacher-Student Interactions -- 7. Narratives of Learning Mathematics -- Multiple Accounts -- The Transition from Arithmetical to Algebraic Thinking -- Storying Transition -- Semantic Innovation -- Concluding Comments -- 8. Mathematics and Language -- 9. Developing Teacher Practice -- Writing as a Mechanism for Professional Development -- Building a Professional Discourse of Mathematics Teaching within an Initial Training Course -- Building an Understanding of the Teacher’s Task through Practitioner Enquiry -- 10. Mathematical Cultures -- 11. The Social Constitution of Mathematics -- References -- Name Index.
Özet, vb.
Contemporary thinking on philosophy and the social sciences has primarily focused on the centrality of language in understanding societies and individuals; important developments which have been under-utilised by researchers in mathematics education. In this revised and extended edition this book reaches out to contemporary work in these broader fields, adding new material on how progression in mathematical learning might be variously understood. A new concluding chapter considers how teachers experience the new demands they face.
Konu
Mathematics __ Study and teaching .
Education __ Philosophy.
Science __ Study and teaching.
Mathematics Education.
Philosophy of Education.
Science Education.
Education __ Philosophy.
Science __ Study and teaching.
Mathematics Education.
Philosophy of Education.
Science Education.
Kurum Adı
Eseri Alıntıla
Referansları kullanmadan önce gözden geçirmeniz ve varsa gerekli düzeltmeleri yapmanız önerilir.
Dijital Kaynak
MARC Görünümü
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505 0 |aShort Review of Recent Research -- 1. Hermeneutics and Mathematics Education -- Action and Meaning -- Phenomenology -- Hermeneutics -- Hermeneutics and Education -- Towards an Hermeneutical Understanding of Mathematics -- 2. The Production of Mathematical Meaning: A Post-Structuralist Perspective -- Post-Structuralism: A Radical Form of Hermeneutics -- Post-Structuralism, Education and Mathematics -- Saussurian Linguistics and Mathematics -- Self-Reflexivity in Mathematical Engagement -- Creating and Inheriting Mathematics -- 3. Sharing Mathematical Perspectives -- Discourse or Reality? -- Locating Mathematical Knowledge -- Assessing Mathematical Activity -- Combining Language and Experience -- 4. Some Lessons -- 5. The Phenomenology of the Mathematics Classroom -- Personal Space -- Appresentational Association -- Acting in the Supposed World -- 6. Teacher-Student Interactions -- 7. Narratives of Learning Mathematics -- Multiple Accounts -- The Transition from Arithmetical to Algebraic Thinking -- Storying Transition -- Semantic Innovation -- Concluding Comments -- 8. Mathematics and Language -- 9. Developing Teacher Practice -- Writing as a Mechanism for Professional Development -- Building a Professional Discourse of Mathematics Teaching within an Initial Training Course -- Building an Understanding of the Teacher’s Task through Practitioner Enquiry -- 10. Mathematical Cultures -- 11. The Social Constitution of Mathematics -- References -- Name Index.
520 |aContemporary thinking on philosophy and the social sciences has primarily focused on the centrality of language in understanding societies and individuals; important developments which have been under-utilised by researchers in mathematics education. In this revised and extended edition this book reaches out to contemporary work in these broader fields, adding new material on how progression in mathematical learning might be variously understood. A new concluding chapter considers how teachers experience the new demands they face.
532 8 |aAccessibility summary: This PDF is not accessible. It is based on scanned pages and does not support features such as screen reader compatibility or described non-text content (images, graphs etc). However, it likely supports searchable and selectable text based on OCR (Optical Character Recognition). Users with accessibility needs may not be able to use this content effectively. Please contact us at accessibilitysupport@springernature.com if you require assistance or an alternative format.
532 8 |aInaccessible, or known limited accessibility
532 8 |aNo reading system accessibility options actively disabled
532 8 |aPublisher contact for further accessibility information: accessibilitysupport@springernature.com
650 0|aMathematics|xStudy and teaching .
650 0|aEducation|xPhilosophy.
650 0|aScience|xStudy and teaching.
650 14|aMathematics Education.
650 24|aPhilosophy of Education.
650 24|aScience Education.
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773 0 |tSpringer Nature eBook
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776 08|iPrinted edition:|z9780792369691
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050 4|aQA10.92-20
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072 7|aPB|2bicssc
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100 1 |aBrown, Tony.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aMathematics Education and Language|h[electronic resource] :|bInterpreting Hermeneutics and Post-Structuralism /|cby Tony Brown.
250 |a2nd ed. 2001.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2001.
300 |aX, 306 p. 1 illus.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aMathematics Education Library,|x2214-983X
505 0 |aShort Review of Recent Research -- 1. Hermeneutics and Mathematics Education -- Action and Meaning -- Phenomenology -- Hermeneutics -- Hermeneutics and Education -- Towards an Hermeneutical Understanding of Mathematics -- 2. The Production of Mathematical Meaning: A Post-Structuralist Perspective -- Post-Structuralism: A Radical Form of Hermeneutics -- Post-Structuralism, Education and Mathematics -- Saussurian Linguistics and Mathematics -- Self-Reflexivity in Mathematical Engagement -- Creating and Inheriting Mathematics -- 3. Sharing Mathematical Perspectives -- Discourse or Reality? -- Locating Mathematical Knowledge -- Assessing Mathematical Activity -- Combining Language and Experience -- 4. Some Lessons -- 5. The Phenomenology of the Mathematics Classroom -- Personal Space -- Appresentational Association -- Acting in the Supposed World -- 6. Teacher-Student Interactions -- 7. Narratives of Learning Mathematics -- Multiple Accounts -- The Transition from Arithmetical to Algebraic Thinking -- Storying Transition -- Semantic Innovation -- Concluding Comments -- 8. Mathematics and Language -- 9. Developing Teacher Practice -- Writing as a Mechanism for Professional Development -- Building a Professional Discourse of Mathematics Teaching within an Initial Training Course -- Building an Understanding of the Teacher’s Task through Practitioner Enquiry -- 10. Mathematical Cultures -- 11. The Social Constitution of Mathematics -- References -- Name Index.
520 |aContemporary thinking on philosophy and the social sciences has primarily focused on the centrality of language in understanding societies and individuals; important developments which have been under-utilised by researchers in mathematics education. In this revised and extended edition this book reaches out to contemporary work in these broader fields, adding new material on how progression in mathematical learning might be variously understood. A new concluding chapter considers how teachers experience the new demands they face.
532 8 |aAccessibility summary: This PDF is not accessible. It is based on scanned pages and does not support features such as screen reader compatibility or described non-text content (images, graphs etc). However, it likely supports searchable and selectable text based on OCR (Optical Character Recognition). Users with accessibility needs may not be able to use this content effectively. Please contact us at accessibilitysupport@springernature.com if you require assistance or an alternative format.
532 8 |aInaccessible, or known limited accessibility
532 8 |aNo reading system accessibility options actively disabled
532 8 |aPublisher contact for further accessibility information: accessibilitysupport@springernature.com
650 0|aMathematics|xStudy and teaching .
650 0|aEducation|xPhilosophy.
650 0|aScience|xStudy and teaching.
650 14|aMathematics Education.
650 24|aPhilosophy of Education.
650 24|aScience Education.
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9781402000133
776 08|iPrinted edition:|z9780792369691
776 08|iPrinted edition:|z9789401007276
830 0|aMathematics Education Library,|x2214-983X
856 40|uhttps://doi.org/10.1007/978-94-010-0726-9
912 |aZDB-2-SHU
912 |aZDB-2-SXED
912 |aZDB-2-BAE
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
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